It has been a busy few months. Training has been completed at our four schools in Group B, and we are now in the process of analysing data. We've also worked on a number of publications, some of which are pending review. One such paper discusses our blend of qualitative and quanitative methodology. An abstract of it below:
This paper presents challenges and trends emerging from an on-going project, named MELISSA – Measuring E-Learning Impact in primary Schools in South African disadvantaged areas). MELISSA measures the impact of exposure to ICTs in teacher training and learning. The intention is here to understand and analyse changes in attitudes to and uses of ICTs. To accomplish this goal, the MELISSA team applied a mixed investigative approach, merging qualitative and quantitative methodologies. This paper intends to offer an evaluation of the respective (blended) approaches. Although the project is not yet completed, preliminary data will be extracted to demonstrate the feasibility of both quantitative and qualitative analyses. It is hoped that more light will be shed on the question of whether measurement is an effective means of gaining project insight. It may be examined if both approaches (methodologies) are necessary and mutual counterparts to one another. Ultimately, this paper will describe a critical approach to measuring e-learning impact in disadvantaged contexts; one that may advance a better understanding of qualitative versus quantitative measurements.
We hope to present this at this year's CIRN Conference in Prato, Italy. If you'd like to know more about it, please contact us through the comment box.
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